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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’ve seen the last couple of Educast posts and videos about \u003ca title=\"Make Short Social Video Loops With Vine\" href=\"http://ww2.kqed.org/education/2014/07/23/make-short-social-video-loops-with-vine/\">Vine\u003c/a> and \u003ca href=\"http://ww2.kqed.org/education/2014/07/23/create-visual-social-media-with-instagram\">Instagram\u003c/a>, you may have noticed that we’ve been trying to expand the conversation a little bit and really think about the context in which these sorts of creative social media tools function. We’ve been looking at similarities and differences amongst social media platforms with the goal of being more critical and thoughtful users.\u003c/p>\n\u003cp>Today, we’re going to look at Hashtags and how they function and have developed across several different social media platforms and services and their sometimes controversial status within digital culture.\u003c/p>\n\u003cp>Hashtags are an important part of the metadata connected to social media content. In its most basic sense, the hashtag is a tool for tagging content related to a particular subject. By adding the number sign before a word or phrase, you tag your content with that word or phrase. For example, I might write a microblog post describing my sister’s withering vegetable garden and include the hashtag “#drought.” If I posted this microblog on Twitter, the hashtag would allow Twitter to easily group my post with any other post that is also tagged with the word ‘drought.’ This would make it easy for people who are interested in the subject of drought to see any and all tweets related to that subject. Hashtags therefore become a crucial way in which social media streams are organized and explored and for users who are not otherwise connected to find each other’s content based on shared interests. When you think about the usual structure of your social network and social media output, it is often based around social relationships. This could then limit the amounts and kinds of information that you experience within that network. Hashtags make it easy to follow topics in addition to people, and to possibly expand your social network.\u003c/p>\n\u003cp>To learn more about hashtags and to see them in action across different platforms, checkout the video below.\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=-1fBg_kPfyY\">http://www.youtube.com/watch?v=-1fBg_kPfyY\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp> \u003cstrong>By Jane Lofton\u003c/strong>\u003c/p>\n\u003cp>Back to school time can be overwhelming for both new and seasoned teachers alike. Here are five things you can do to help alleviate stress and get your year off to a great start:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>If your school is fortunate enough to have a teacher librarian, go visit him/her, chat about your goals for the year, and ask for help accomplishing them.\u003c/strong> By collaborating with your teacher librarian, you have two heads working instead of just one on lesson plans; he/she can take on some of the information literacy, research, and reading selection instruction for you while you focus on the subject content; and he/she can also provide you with resources to use either during class library visits or in your classroom. Even if you don’t have a credentialed teacher librarian, your librarian media specialist is there to help you find resources and to schedule library visits for your students.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Find a daily start up routine that works for you.\u003c/strong> Students love video, so starting off with a daily short film can be a great option. Check out \u003ca href=\"http://ca.pbslearningmedia.org/collection/daily-news-story/?topic_id=781\">PBS LearningMedia’s Daily News Story\u003c/a> videos, which also includes supporting teaching materials. Another easy way to locate videos from the \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia site\u003c/a> is to browse the \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=&selected_facets=&order=-last_modified\">Newest Content\u003c/a> or \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=&selected_facets&order=-view_count\" target=\"_blank\" rel=\"noopener\">Most Popular\u003c/a> categories. Other great places to locate videos include \u003ca href=\"https://www.youtube.com/education\">YouTube’s Education Channel\u003c/a>, \u003ca href=\"http://www.teachertube.com/\">TeacherTube\u003c/a>, and \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a>. If your school allows access to YouTube, spend a little time finding regularly-updated channels you can draw on, such as \u003ca href=\"https://www.youtube.com/user/vlogbrothers\">John and Hank Green’s Vlog Brothers\u003c/a>. You can also do a search for videos by going to \u003ca href=\"http://www.google.com/videohp\" target=\"_blank\" rel=\"noopener\">videos.google.com\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Get organized and save paperwork with Google Forms:\u003c/strong> Google forms make capturing information from your students and parents a breeze. They allow you to incorporate short text, long text, multiple choice, checkboxes, scales, and more as response options. You can use them in place of a printed class expectations agreement form, for surveys, in-class self-paced assignments, homework submissions, assessments, and more. You can even create forms you fill in yourself as you assess students. All data is time-stamped and goes to a Google spreadsheet you can then view, sort, and add notes to. There are lots of tutorials online to get you started with Google Forms. Here’s \u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\">one\u003c/a> from KQED in PBS LearningMedia.\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote class=\"embedly-card\">\n\u003ch4>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\">Using Google Forms and Spreadsheets\u003c/a>\u003c/h4>\n\u003cp>In this KQED video tutorial learn about Google forms and spreadsheets, Google Drive tools for collecting, organizing and visualizing data.\u003c/p>\u003c/blockquote>\n\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>If you haven’t yet taken advantage of social media to build a personal learning network, make this the year you do.\u003c/strong> Even if you are lucky enough to have a group of local teachers you can network with to share ideas, lessons, and expertise, you can dramatically enlarge the expertise you draw on through online networks. My personal favorite is Twitter. Start by looking for and following hashtags matching your interests. Jerry Blumengarten’s Cybrary Man’s website has a great page of \u003ca href=\"http://cybraryman.com/twitterforbeginners.html\">Twitter for beginners\u003c/a> tips. And here is \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\" target=\"_blank\" rel=\"noopener\">KQED’s guide to using Twitter in teaching\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>And, no matter how all consuming your work may be on a given day, make sure you schedule at least an hour for some relaxation, pleasure reading, and/or exercise time just for you!\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Jane Lofton is a teacher librarian at Mira Costa High School in Manhattan Beach, CA. She was 2013-2014 President of \u003ca href=\"http://csla.net/\" target=\"_blank\" rel=\"noopener\">California School Library Association\u003c/a> and is a member of the American Association of School Librarians’ Best Websites for Teaching and Learning Committee. She is a Google Certified Teacher, Google Educator, and a frequent presenter at conferences.\u003c/em>\u003c/p>\n\u003cp>This post was produced in partnership with California School Library Association. \u003ca href=\"http://csla.net/\" target=\"_blank\" rel=\"noopener\">California School Library Association\u003c/a> (CSLA) is the professional association for the California school library field. It advocates for excellence in school library programs, develops leaders in the school library field, and collaborates with other educational leaders to ensure that all California students are effective, responsible users and creators of ideas and information.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003cstrong>By Jane Lofton\u003c/strong>\u003c/p>\n\u003cp>Back to school time can be overwhelming for both new and seasoned teachers alike. Here are five things you can do to help alleviate stress and get your year off to a great start:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>If your school is fortunate enough to have a teacher librarian, go visit him/her, chat about your goals for the year, and ask for help accomplishing them.\u003c/strong> By collaborating with your teacher librarian, you have two heads working instead of just one on lesson plans; he/she can take on some of the information literacy, research, and reading selection instruction for you while you focus on the subject content; and he/she can also provide you with resources to use either during class library visits or in your classroom. Even if you don’t have a credentialed teacher librarian, your librarian media specialist is there to help you find resources and to schedule library visits for your students.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Find a daily start up routine that works for you.\u003c/strong> Students love video, so starting off with a daily short film can be a great option. Check out \u003ca href=\"http://ca.pbslearningmedia.org/collection/daily-news-story/?topic_id=781\">PBS LearningMedia’s Daily News Story\u003c/a> videos, which also includes supporting teaching materials. Another easy way to locate videos from the \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia site\u003c/a> is to browse the \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=&selected_facets=&order=-last_modified\">Newest Content\u003c/a> or \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=&selected_facets&order=-view_count\" target=\"_blank\" rel=\"noopener\">Most Popular\u003c/a> categories. Other great places to locate videos include \u003ca href=\"https://www.youtube.com/education\">YouTube’s Education Channel\u003c/a>, \u003ca href=\"http://www.teachertube.com/\">TeacherTube\u003c/a>, and \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a>. If your school allows access to YouTube, spend a little time finding regularly-updated channels you can draw on, such as \u003ca href=\"https://www.youtube.com/user/vlogbrothers\">John and Hank Green’s Vlog Brothers\u003c/a>. You can also do a search for videos by going to \u003ca href=\"http://www.google.com/videohp\" target=\"_blank\" rel=\"noopener\">videos.google.com\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Get organized and save paperwork with Google Forms:\u003c/strong> Google forms make capturing information from your students and parents a breeze. They allow you to incorporate short text, long text, multiple choice, checkboxes, scales, and more as response options. You can use them in place of a printed class expectations agreement form, for surveys, in-class self-paced assignments, homework submissions, assessments, and more. You can even create forms you fill in yourself as you assess students. All data is time-stamped and goes to a Google spreadsheet you can then view, sort, and add notes to. There are lots of tutorials online to get you started with Google Forms. Here’s \u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\">one\u003c/a> from KQED in PBS LearningMedia.\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote class=\"embedly-card\">\n\u003ch4>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8b4fe867-6fd1-4321-8f9e-0a6fa0d7c685/using-google-forms-and-spreadsheets/\">Using Google Forms and Spreadsheets\u003c/a>\u003c/h4>\n\u003cp>In this KQED video tutorial learn about Google forms and spreadsheets, Google Drive tools for collecting, organizing and visualizing data.\u003c/p>\u003c/blockquote>\n\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>If you haven’t yet taken advantage of social media to build a personal learning network, make this the year you do.\u003c/strong> Even if you are lucky enough to have a group of local teachers you can network with to share ideas, lessons, and expertise, you can dramatically enlarge the expertise you draw on through online networks. My personal favorite is Twitter. Start by looking for and following hashtags matching your interests. Jerry Blumengarten’s Cybrary Man’s website has a great page of \u003ca href=\"http://cybraryman.com/twitterforbeginners.html\">Twitter for beginners\u003c/a> tips. And here is \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\" target=\"_blank\" rel=\"noopener\">KQED’s guide to using Twitter in teaching\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>And, no matter how all consuming your work may be on a given day, make sure you schedule at least an hour for some relaxation, pleasure reading, and/or exercise time just for you!\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Jane Lofton is a teacher librarian at Mira Costa High School in Manhattan Beach, CA. She was 2013-2014 President of \u003ca href=\"http://csla.net/\" target=\"_blank\" rel=\"noopener\">California School Library Association\u003c/a> and is a member of the American Association of School Librarians’ Best Websites for Teaching and Learning Committee. She is a Google Certified Teacher, Google Educator, and a frequent presenter at conferences.\u003c/em>\u003c/p>\n\u003cp>This post was produced in partnership with California School Library Association. \u003ca href=\"http://csla.net/\" target=\"_blank\" rel=\"noopener\">California School Library Association\u003c/a> (CSLA) is the professional association for the California school library field. It advocates for excellence in school library programs, develops leaders in the school library field, and collaborates with other educational leaders to ensure that all California students are effective, responsible users and creators of ideas and information.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-14197\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360.jpg\" alt=\"light-blulb-drawing-640x360\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">By Amy Ridlehuber Kingsley\u003c/strong>\u003c/p>\n\u003cp>This summer I set out to boost my EdTech IQ. Education has changed so much since earning my teaching credential 15 years ago. Technology allows students to take a much more active role in education and personalize their learning. Students are able to collaborate with one another wherever and whenever and use apps and websites to review skills taught. As a French teacher, I love that my students can communicate in French outside of the classroom with classmates and native speakers around the world. I am no longer the disseminator of all knowledge, rather I am an information facilitator, and learning is not limited to inside my classroom. After spending more than 200 hours this summer reading articles, scouring through YouTube and writing new curriculum, I’ve grown so much as a teacher. I even learned more about Edmodo during a viewing party at \u003ca href=\"https://www.edmodocon.com/2014/\">Edmodocon\u003c/a> this summer.\u003c/p>\n\u003cp>Here are four things I plan to do differently this year:\u003c/p>\n\u003cp>\u003cstrong>1) Take the Paperless Challenge\u003c/strong>\u003c/p>\n\u003cp>Many of my students lug around backpacks stuffed with wads of paper and smelly gym socks. In an effort to decrease the amount of paper used, schools across the country are joining in the \u003ca href=\"https://www.edsurge.com/n/2014-06-26-students-speak-is-going-paperless-good-for-the-classroom\">Paperless Challenge\u003c/a> as a way to consume less paper and make the shift to digital resources. This year I’ll rise to the challenge by digitizing handouts and assignments, uploading them to my \u003ca href=\"https://www.edmodo.com/\">Edmodo\u003c/a> library and sharing them with students. iPads are a staple in my classroom. Students can access handouts through their class folder using their device, annotate using Notability and turn in completed work electronically for me to view. My goal is to make class resources more accessible and organized in one place. I hope that my organization will encourage students to be more organized themselves. Check out Edmodo and \u003ca href=\"https://drive.google.com/\">Google Drive\u003c/a> for more paperless options. New to Google Drive? \u003cstrong>This KQED video tutorial provides a step-by-step guide to using Google tools. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://www.youtube.com/embed/QI-7Rcb5jU4\">Using Google Forms and Spreadsheets\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2) Utilize Formative Assessment\u003c/strong>\u003c/p>\n\u003cp>One of my favorite speakers at Edmodocon this summer was Robert Miller, a 5\u003csup>th\u003c/sup> grade teacher at Port Orange Elementary School in Florida. His presentation was titled “So you think you know your students? Using videos, polls, and reflective response to inform instruction.” Robert Miller made a striking analogy about formative assessment, comparing it to a chef tasting soup as it cooks, all the while making adjustments along the way. This year I’ll employ technology to help me gauge student success throughout lessons. \u003ca href=\"http://www.theteachertoolkit.com\"> The Teacher Toolkit\u003c/a> is a wonderful resource for teachers filled with videos explaining how to use tools for things like checks for understanding, partner practice, and games. Using a template found in the Teacher Toolkit, I’ll create exit tickets to check my students’ understanding at the end of each class. I can gather responses about students’ comfort with the material, what they took away from the day’s lesson and what they need help with. \u003cstrong>Check out this \u003c/strong>\u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\">\u003cstrong>MindShift article\u003c/strong>\u003c/a>\u003cstrong> to learn more about the power of assessment in learning. \u003c/strong>\u003c/p>\n\u003cp>Using interactive response tools is a great way to engage students and maintain a formative learning environment \u003cem>during\u003c/em> class time. \u003ca href=\"http://www.infuselearning.com/\">InfuseLearning\u003c/a> is one of my favorites. InfuseLearning is a teacher-to-student program that helps instructors easily make classes interactive by allowing students to respond to prompts in real time.Students have the ability to respond to questions in a variety of ways including short answer, true/false, sort and order, and drawing. Using draw response, I am instantly able to see who did not draw the correct response and my students have a blast seeing how individual, yet similar, their drawings are. For more interactive response tools explore \u003ca href=\"http://www.google.com/google-d-s/createforms.html\">Google Forms\u003c/a>, \u003ca href=\"https://blog.edmodo.com/2009/09/28/edmodo-polls-you-can-now-post-polls-within-your-edmodo-groups/\">Edmodo polls\u003c/a>,\u003ca href=\"http://www.socrative.com/\">Socrative\u003c/a>,\u003ca href=\"http://answergarden.ch/\">Answer Garden\u003c/a> and \u003ca href=\"http://www.polleverywhere.com/\">Poll Everywhere\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>3) Flip My Classroom \u003c/strong>\u003c/p>\n\u003cp>Last year my flipped learning strategies were a huge hit with students! This school year I’m resolved to try more. Assigning online media along with a few short questions as homework is a great place to start. In my experience, students love the ability to learn at their own pace, accessing media or videos as many times as needed from anywhere. I try to incorporate authentic and current content to enrich cultural lessons. I’ve found a hilarious commercial about French cell phone use and an engaging short documentary on French school lunches that I can use to augment my lessons. Wondering where to find online resources? No need to reinvent the wheel! \u003ca href=\"https://www.youtube.com/\">YouTube\u003c/a> and\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> have a plethora of well-made videos for teachers of all subjects. \u003cstrong>Check out \u003c/strong>\u003ca href=\"http://www.pbslearningmedia.org/collection/flippedlearning/\">\u003cstrong>PBS LearningMedia’s Flipped Learning collection\u003c/strong>\u003c/a>\u003cstrong> for more inspiration. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4) Create More Opportunities for Student Interaction\u003c/strong>\u003c/p>\n\u003cp>Students today are different from the students I taught 15 years ago, now accustomed to sharing their lives via social media – Instagram, Twitter and Facebook. This year I’ll make a goal of creating assignments designed to tap into their desire to interact and share. \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cstrong>KQED Do Now\u003c/strong>\u003c/a>\u003cstrong> is a great way to engage students in current issues and build civic engagement. \u003c/strong>\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://youtu.be/EI49cSpriVY\">KQED Do Now 101 – Engage Students with Current Events Using Social Media\u003c/a>\u003c/div>\n\u003cp>Rather than assigning a project that culminates in a written paper consider having your students engage around the work of their peers. Platforms like Edmodo groups offer options that give students the ability to write posts during lessons or for homework. These posts can be monitored by teachers and accessed by parents. Through reading and commenting on the projects produced by their peers, students continue to engage in the course material and with each other. My goal is to inspire thought provoking comments like “Whose comment/work do you relate to most?” and “Why did you choose to research Algerian Tea Ceremonies?”\u003c/p>\n\u003cp>\u003cstrong>Join me!\u003c/strong>\u003c/p>\n\u003cp>Join me in trying something new! What will you do differently this year?\u003c/p>\n\u003cp>Amy Ridlehuber Kingsley is a French teacher who teaches at Hillview Middle School (a 1:1 ipad school) in Menlo Park, CA. She has been teaching for 15 years at both the middle and high school level. Amy was recently awarded the 2014 PBS Learning Media Digital Innovator Award. She loves integrating technology into her classroom and enjoys leading professional development for other teachers. Amy’s other duties include being a wife and a mother to a 4 year-old daughter and a 6 year-old labradoodle. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-14197\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360.jpg\" alt=\"light-blulb-drawing-640x360\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/08/light-blulb-drawing-640x360-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">By Amy Ridlehuber Kingsley\u003c/strong>\u003c/p>\n\u003cp>This summer I set out to boost my EdTech IQ. Education has changed so much since earning my teaching credential 15 years ago. Technology allows students to take a much more active role in education and personalize their learning. Students are able to collaborate with one another wherever and whenever and use apps and websites to review skills taught. As a French teacher, I love that my students can communicate in French outside of the classroom with classmates and native speakers around the world. I am no longer the disseminator of all knowledge, rather I am an information facilitator, and learning is not limited to inside my classroom. After spending more than 200 hours this summer reading articles, scouring through YouTube and writing new curriculum, I’ve grown so much as a teacher. I even learned more about Edmodo during a viewing party at \u003ca href=\"https://www.edmodocon.com/2014/\">Edmodocon\u003c/a> this summer.\u003c/p>\n\u003cp>Here are four things I plan to do differently this year:\u003c/p>\n\u003cp>\u003cstrong>1) Take the Paperless Challenge\u003c/strong>\u003c/p>\n\u003cp>Many of my students lug around backpacks stuffed with wads of paper and smelly gym socks. In an effort to decrease the amount of paper used, schools across the country are joining in the \u003ca href=\"https://www.edsurge.com/n/2014-06-26-students-speak-is-going-paperless-good-for-the-classroom\">Paperless Challenge\u003c/a> as a way to consume less paper and make the shift to digital resources. This year I’ll rise to the challenge by digitizing handouts and assignments, uploading them to my \u003ca href=\"https://www.edmodo.com/\">Edmodo\u003c/a> library and sharing them with students. iPads are a staple in my classroom. Students can access handouts through their class folder using their device, annotate using Notability and turn in completed work electronically for me to view. My goal is to make class resources more accessible and organized in one place. I hope that my organization will encourage students to be more organized themselves. Check out Edmodo and \u003ca href=\"https://drive.google.com/\">Google Drive\u003c/a> for more paperless options. New to Google Drive? \u003cstrong>This KQED video tutorial provides a step-by-step guide to using Google tools. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://www.youtube.com/embed/QI-7Rcb5jU4\">Using Google Forms and Spreadsheets\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2) Utilize Formative Assessment\u003c/strong>\u003c/p>\n\u003cp>One of my favorite speakers at Edmodocon this summer was Robert Miller, a 5\u003csup>th\u003c/sup> grade teacher at Port Orange Elementary School in Florida. His presentation was titled “So you think you know your students? Using videos, polls, and reflective response to inform instruction.” Robert Miller made a striking analogy about formative assessment, comparing it to a chef tasting soup as it cooks, all the while making adjustments along the way. This year I’ll employ technology to help me gauge student success throughout lessons. \u003ca href=\"http://www.theteachertoolkit.com\"> The Teacher Toolkit\u003c/a> is a wonderful resource for teachers filled with videos explaining how to use tools for things like checks for understanding, partner practice, and games. Using a template found in the Teacher Toolkit, I’ll create exit tickets to check my students’ understanding at the end of each class. I can gather responses about students’ comfort with the material, what they took away from the day’s lesson and what they need help with. \u003cstrong>Check out this \u003c/strong>\u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\">\u003cstrong>MindShift article\u003c/strong>\u003c/a>\u003cstrong> to learn more about the power of assessment in learning. \u003c/strong>\u003c/p>\n\u003cp>Using interactive response tools is a great way to engage students and maintain a formative learning environment \u003cem>during\u003c/em> class time. \u003ca href=\"http://www.infuselearning.com/\">InfuseLearning\u003c/a> is one of my favorites. InfuseLearning is a teacher-to-student program that helps instructors easily make classes interactive by allowing students to respond to prompts in real time.Students have the ability to respond to questions in a variety of ways including short answer, true/false, sort and order, and drawing. Using draw response, I am instantly able to see who did not draw the correct response and my students have a blast seeing how individual, yet similar, their drawings are. For more interactive response tools explore \u003ca href=\"http://www.google.com/google-d-s/createforms.html\">Google Forms\u003c/a>, \u003ca href=\"https://blog.edmodo.com/2009/09/28/edmodo-polls-you-can-now-post-polls-within-your-edmodo-groups/\">Edmodo polls\u003c/a>,\u003ca href=\"http://www.socrative.com/\">Socrative\u003c/a>,\u003ca href=\"http://answergarden.ch/\">Answer Garden\u003c/a> and \u003ca href=\"http://www.polleverywhere.com/\">Poll Everywhere\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>3) Flip My Classroom \u003c/strong>\u003c/p>\n\u003cp>Last year my flipped learning strategies were a huge hit with students! This school year I’m resolved to try more. Assigning online media along with a few short questions as homework is a great place to start. In my experience, students love the ability to learn at their own pace, accessing media or videos as many times as needed from anywhere. I try to incorporate authentic and current content to enrich cultural lessons. I’ve found a hilarious commercial about French cell phone use and an engaging short documentary on French school lunches that I can use to augment my lessons. Wondering where to find online resources? No need to reinvent the wheel! \u003ca href=\"https://www.youtube.com/\">YouTube\u003c/a> and\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> have a plethora of well-made videos for teachers of all subjects. \u003cstrong>Check out \u003c/strong>\u003ca href=\"http://www.pbslearningmedia.org/collection/flippedlearning/\">\u003cstrong>PBS LearningMedia’s Flipped Learning collection\u003c/strong>\u003c/a>\u003cstrong> for more inspiration. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4) Create More Opportunities for Student Interaction\u003c/strong>\u003c/p>\n\u003cp>Students today are different from the students I taught 15 years ago, now accustomed to sharing their lives via social media – Instagram, Twitter and Facebook. This year I’ll make a goal of creating assignments designed to tap into their desire to interact and share. \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cstrong>KQED Do Now\u003c/strong>\u003c/a>\u003cstrong> is a great way to engage students in current issues and build civic engagement. \u003c/strong>\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://youtu.be/EI49cSpriVY\">KQED Do Now 101 – Engage Students with Current Events Using Social Media\u003c/a>\u003c/div>\n\u003cp>Rather than assigning a project that culminates in a written paper consider having your students engage around the work of their peers. Platforms like Edmodo groups offer options that give students the ability to write posts during lessons or for homework. These posts can be monitored by teachers and accessed by parents. Through reading and commenting on the projects produced by their peers, students continue to engage in the course material and with each other. My goal is to inspire thought provoking comments like “Whose comment/work do you relate to most?” and “Why did you choose to research Algerian Tea Ceremonies?”\u003c/p>\n\u003cp>\u003cstrong>Join me!\u003c/strong>\u003c/p>\n\u003cp>Join me in trying something new! What will you do differently this year?\u003c/p>\n\u003cp>Amy Ridlehuber Kingsley is a French teacher who teaches at Hillview Middle School (a 1:1 ipad school) in Menlo Park, CA. She has been teaching for 15 years at both the middle and high school level. Amy was recently awarded the 2014 PBS Learning Media Digital Innovator Award. She loves integrating technology into her classroom and enjoys leading professional development for other teachers. Amy’s other duties include being a wife and a mother to a 4 year-old daughter and a 6 year-old labradoodle. When she can find the time, Amy enjoys gardening and hiking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowPoverty\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How should the U.S. treat people who are living in poverty? What would an anti-poverty agenda look like? Devise one piece of legislation that could make a difference.\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Mahatma Gandhi is reported to have said, “The measure of a civilization is how it treats its weakest members.” For weakest members, read poorest citizens.\u003c/p>\n\u003cp>46 million Americans — 15 percent of the population — are now counted as living in poverty. According to the US Census Bureau this poverty rate has remained roughly at this same level since 2011.\u003c/p>\n\u003cp>Half the jobs in the nation pay less than $34,000 a year, according to the Economic Policy Institute. A quarter of those jobs pay below the poverty line for a family of four, which adds up to less than $23,000 annually. Families with another working adult do better, but single parents don’t have that option. Poverty among families with children headed by single mothers exceeds 40 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2012/02/23/less-california-children-living-in-poverty/\">KQED’s Newsfix\u003c/a> gives a clear sense of what this means in California. “Children growing up in areas of concentrated poverty are more likely to experience stress, drop out of school, and grow up to be low-income adults…some parts of the state have many more high poverty kids than others. In Oakland, 22 percent of kids live in neighborhoods where a large proportion of families live below the federal poverty line, says Ted Lempert, executive director of Oakland-based Children Now. In the city of Fresno, that number grows to more than 40 percent.” (from Annie E. Casey Foundation report)\u003c/p>\n\u003cp>According to Robert Reich, the economist, (talking about his new film, \u003cem>Inequality for All\u003c/em>, on PBS Newshour), “we know that 42 percent of poor kids born into poverty remain in poverty for their entire lifetimes, a higher percentage than even in Britain, where 30 percent of people born in poverty stay in poverty. And Britain’s is traditionally a rigid class society. We have less upward mobility than Britain; we have less upward mobility than any other advanced country.”\u003c/p>\n\u003cp>For most of the 1960s and 70s the minimum wage paid enough for a family of three to rise above the poverty line, about $18,000 today. This is not the case today. The minimum wage now stands at $7.25 per hour, resulting in below poverty earnings of approximately $15,000 for full-time employees. For tipped workers the minimum wage is even lower, and has been since 1991, at $2.13 per hour. So food industry workers (servers) in the United States are three times more likely than the general workforce to be paid sub-poverty wages and twice as likely to need food stamps. (see KQED Do Now’s \u003ca href=\"http://ww2.kqed.org/education/2013/09/06/making-fast-food-for-little-pay/\">Making Fast-Food for Little Pay\u003c/a>)\u003c/p>\n\u003cp>And then there is sick pay. More than 40 percent of workers in the private sector —including 81 percent of low-wage workers—do not receive sick pay or paid leave to care for a sick child or family member. Taking time off to deal with a personal or family illness would mean losing their job. The United States is one of the only high-income countries not to set a minimal standard for paid sick days, or to provide paid leave to care for a family member. For families in or near poverty, losing pay makes the struggle to provide the basics even harder.\u003c/p>\n\u003cp>How should the US treat its needy? What would an anti-poverty agenda look like? Devise one piece of legislation that could make a difference.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cdiv class=\"single-video\">[youtube=http://www.youtube.com/watch?v=u2DIMTxCB8U]\u003c/div>\n\u003cp>\u003cstrong>PBS NewsHour video \u003ca href=\"http://www.pbs.org/newshour/businessdesk/2013/10/why-robert-reich-cares-so-passionately-about-economic-inequality.html\"> Why Robert Reich Cares so Passionately about Econ. Inequality\u003c/a>\u003c/strong>\u003cbr>\nEconomics correspondent Paul Solman talks to Robert Reich about “Inequality for All,” a documentary about the former labor secretary’s personal crusade to explain to Americans why everyone should care about the nation’s growing economic disparity and divisiveness.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowPoverty\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>KQED The Lowdown post \u003ca href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>\u003c/strong>\u003cbr>\nIn October, the U.S. Census Bureau released a series of 2012 income data for American households. The figures shows that despite the nation’s supposed economic recovery, average American household incomes didn’t really budge from where they were the year before. Meanwhile, the poverty rate remained at roughly the same level as it was in 2011 as well.\u003c/p>\n\u003cp>\u003cstrong>NPR Radio segment \u003ca href=\"http://www.npr.org/blogs/money/2013/09/20/224511346/episode-487-the-trouble-with-the-poverty-line\">The Trouble with the Poverty Line\u003c/a>\u003c/strong>\u003cbr>\nAccording to the government, there are 46.5 million Americans who live below the poverty line. In other words, that’s how many people are officially poor. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowPoverty\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How should the U.S. treat people who are living in poverty? What would an anti-poverty agenda look like? Devise one piece of legislation that could make a difference.\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Mahatma Gandhi is reported to have said, “The measure of a civilization is how it treats its weakest members.” For weakest members, read poorest citizens.\u003c/p>\n\u003cp>46 million Americans — 15 percent of the population — are now counted as living in poverty. According to the US Census Bureau this poverty rate has remained roughly at this same level since 2011.\u003c/p>\n\u003cp>Half the jobs in the nation pay less than $34,000 a year, according to the Economic Policy Institute. A quarter of those jobs pay below the poverty line for a family of four, which adds up to less than $23,000 annually. Families with another working adult do better, but single parents don’t have that option. Poverty among families with children headed by single mothers exceeds 40 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2012/02/23/less-california-children-living-in-poverty/\">KQED’s Newsfix\u003c/a> gives a clear sense of what this means in California. “Children growing up in areas of concentrated poverty are more likely to experience stress, drop out of school, and grow up to be low-income adults…some parts of the state have many more high poverty kids than others. In Oakland, 22 percent of kids live in neighborhoods where a large proportion of families live below the federal poverty line, says Ted Lempert, executive director of Oakland-based Children Now. In the city of Fresno, that number grows to more than 40 percent.” (from Annie E. Casey Foundation report)\u003c/p>\n\u003cp>According to Robert Reich, the economist, (talking about his new film, \u003cem>Inequality for All\u003c/em>, on PBS Newshour), “we know that 42 percent of poor kids born into poverty remain in poverty for their entire lifetimes, a higher percentage than even in Britain, where 30 percent of people born in poverty stay in poverty. And Britain’s is traditionally a rigid class society. We have less upward mobility than Britain; we have less upward mobility than any other advanced country.”\u003c/p>\n\u003cp>For most of the 1960s and 70s the minimum wage paid enough for a family of three to rise above the poverty line, about $18,000 today. This is not the case today. The minimum wage now stands at $7.25 per hour, resulting in below poverty earnings of approximately $15,000 for full-time employees. For tipped workers the minimum wage is even lower, and has been since 1991, at $2.13 per hour. So food industry workers (servers) in the United States are three times more likely than the general workforce to be paid sub-poverty wages and twice as likely to need food stamps. (see KQED Do Now’s \u003ca href=\"http://ww2.kqed.org/education/2013/09/06/making-fast-food-for-little-pay/\">Making Fast-Food for Little Pay\u003c/a>)\u003c/p>\n\u003cp>And then there is sick pay. More than 40 percent of workers in the private sector —including 81 percent of low-wage workers—do not receive sick pay or paid leave to care for a sick child or family member. Taking time off to deal with a personal or family illness would mean losing their job. The United States is one of the only high-income countries not to set a minimal standard for paid sick days, or to provide paid leave to care for a family member. For families in or near poverty, losing pay makes the struggle to provide the basics even harder.\u003c/p>\n\u003cp>How should the US treat its needy? What would an anti-poverty agenda look like? Devise one piece of legislation that could make a difference.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cdiv class=\"single-video\">\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/u2DIMTxCB8U'\n title='//www.youtube.com/embed/u2DIMTxCB8U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/div>\n\u003cp>\u003cstrong>PBS NewsHour video \u003ca href=\"http://www.pbs.org/newshour/businessdesk/2013/10/why-robert-reich-cares-so-passionately-about-economic-inequality.html\"> Why Robert Reich Cares so Passionately about Econ. Inequality\u003c/a>\u003c/strong>\u003cbr>\nEconomics correspondent Paul Solman talks to Robert Reich about “Inequality for All,” a documentary about the former labor secretary’s personal crusade to explain to Americans why everyone should care about the nation’s growing economic disparity and divisiveness.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowPoverty\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>KQED The Lowdown post \u003ca href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>\u003c/strong>\u003cbr>\nIn October, the U.S. Census Bureau released a series of 2012 income data for American households. The figures shows that despite the nation’s supposed economic recovery, average American household incomes didn’t really budge from where they were the year before. Meanwhile, the poverty rate remained at roughly the same level as it was in 2011 as well.\u003c/p>\n\u003cp>\u003cstrong>NPR Radio segment \u003ca href=\"http://www.npr.org/blogs/money/2013/09/20/224511346/episode-487-the-trouble-with-the-poverty-line\">The Trouble with the Poverty Line\u003c/a>\u003c/strong>\u003cbr>\nAccording to the government, there are 46.5 million Americans who live below the poverty line. In other words, that’s how many people are officially poor. 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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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